In general, to overcome sucessfully subjects like Mathematics it is necessary a basic skill in calculation operations and properties of powers, roots and logarithms and certain ability solving any type of ecuation (linear or not, irrational, exponential, logarithmic, trigonometric) or inequaility with on or more variables.
It is also essential to know how to compute the derivative of a function and, in particular, being able to aply the general rules of derivation (derivation of a sum, product, quotient and chain rule).
It is important to remember the graphic reperesentation of the usual functions (linear, parabola, hyperbola) since it will help the student to lern how to represent subsets of R2 and level curves of a scalar function, necessary both for optimization and for integration of functions with multiple variables.
Furthermore, it is recommended having passed Mathematics for Business I given that:
-In the analysis of scalar and vectorial fields and the search of optima we shall need vectors and vectorial subspaces of Rn .
-It will be necessary many times to compute the limit of real valued functions with indeterminations and L'Hôpital rule.
-To compute optima of a function (with or wirhout restrictions) It will be necessary knowing how to clasify quadratic forms using differente criteria (Jacobi and eigenvalues).
Mathematics subjects generally have a broadly instrumental profile in this grade. It is important that the student understands the need to use mathematical concepts and results to successfully approach and follow other disciplines of the curriculum, such as those related to Statistics, Production Management, Economic Analysis, Accounting Analysis and Finance. Frequently, the resolution of problems of different kinds requires an approach, an analysis and the possible search for a solution in mathematical terms, to finally make an adequate interpretation of the context in which it was initially formulated. It is also important to highlight that the use of mathematical language, as it is a logical language, allows the student's reasoning ability to be developed and with this, it is tried to avoid that they only seek to apply the formula or algorithm in question. In addition, by promoting in our students the use of the computer to facilitate the correction of their own exercises and the possibility of expanding to larger dimensions than those normally handled in the folio, we encourage autonomous work a nd daily study, which are fundamental requirements for their self-learning. The Mathematics for Business II course is part of the Quantitative Methods for Business module. Specifically, it aims to link the knowledge acquired in the first semester subject Mathematics for Business I related to Differential Calculus and Optimization of numerical functions with Differential Calculus and Optimization of functions of several variables (scalar and vector). The last part is devoted to the Integral Calculation of both single-variable and multi-variable functions. As it is a basic first-year subject and due to its instrumental nature of supporting other subjects that we have already mentioned, the relationship with the profession is not so immediate. However, with the contents studied here, it is intended to delve into the analysis of specific functions of economic environments and contribute to the study of models for business decision-making, as well as models of economic forecasting. With the methodologies used and the learning activities formulated, our intention is for the student to develop their systemic reasoning capacity when they have to solve problems, to be autonomous and feel responsible for their own learning and to learn to work in groups and manage well their time.
|E07||Understand the economic environment as a result and application of theoretical or formal representations on how the economy works. To do so, it will be necessary to be able to understand and use common handbooks, as well as articles and, in general, leading edge bibliography in the core subjects of the curriculum.|
|E13||Ability to make logical representative models of the business reality|
|G01||Possession of the skills needed for continuous, self-led, independent learning, which will allow students to develop the learning abilities needed to undertake further study with a high degree of independence.|
|G04||Ability to use and develop information and communication technologies and to apply them to the corresponding business department by using specific programmes for these business areas.|
|Course learning outcomes|
|Work out problems in creative and innovative ways.|
|Know the tools and methods for the quantitative analysis of the company and its environment, including models for business decision making as well as economic forecast models.|
|1.-Adquire mathematical language and instruments which are increasingly inevitable in the process of mathematization of the economy. 2.- Provide the student with the necessary quantitative instruments in order to rigorously pose and analyze economic problems. 3.- Acquire the necessary quantitative knowledge for the formulation of applicable predictions in econometrics and that require the knowledge developed in the three parts of the subject. 4.- Know the tools and methods for the quantitative analysis of business and its environment, including models for business decision-making as well as economic forecasting models. 5.- Develop the capacity for analysis and problem solving, through logical-deductive reasoning, for the management of mathematical programming techniques for optimal decision-making|
The contents of this teaching guide have been agreed by the mathematics area and therefore are similar in every campus in the UCLM where this degree is offered.
|Training Activity||Methodology||Related Competences||ECTS||Hours||As||Com||Description|
|Class Attendance (theory) [ON-SITE]||Lectures||E07 E13 G01 G04||1.33||33.25||N||N||Teaching the subject by lecturer (MAG)|
|Class Attendance (practical) [ON-SITE]||Problem solving and exercises||E07 E13 G01||0.67||16.75||N||N||Worked example problems and cases resolution by the lecturer and the students (PRO)|
|Other on-site activities [ON-SITE]||Assessment tests||E07 E13 G01 G04||0.1||2.5||Y||Y||Other evaluation activities (EVA)|
|Progress test [ON-SITE]||Assessment tests||E07 E13 G01||0.1||2.5||Y||Y||Test on Integrals (EVA)|
|Final test [ON-SITE]||Assessment tests||E07 E13 G01||0.1||2.5||Y||Y||Final test of the complete syllabus of the subject (EVA)|
|Other off-site activity [OFF-SITE]||Problem solving and exercises||G01||0.2||5||N||N||Self study (EST)|
|Study and Exam Preparation [OFF-SITE]||Self-study||G01||1.4||35||N||N||Self study (EST)|
|Group tutoring sessions [ON-SITE]||Group tutoring sessions||E07 E13 G01||0.1||2.5||N||N||Individual or small group tutoring in lecturer's office, classroom or laboratory (TUT)|
|Other off-site activity [OFF-SITE]||Self-study||E07 G01 G04||2||50||N||N||Self study (EST)|
|Total credits of in-class work: 2.4||Total class time hours: 60|
|Total credits of out of class work: 3.6||Total hours of out of class work: 90|
As: Assessable training activity Com: Training activity of compulsory overcoming (It will be essential to overcome both continuous and non-continuous assessment).
|Evaluation System||Continuous assessment||Non-continuous evaluation *||Description|
|Other methods of assessment||20.00%||0.00%||Non-compulsory activity that can be retaken. To be carried out before end of teaching period|
|Final test||80.00%||100.00%||Final test of the hole syllabus.|
|Not related to the syllabus/contents|
|Class Attendance (theory) [PRESENCIAL][Lectures]||33.25|
|Class Attendance (practical) [PRESENCIAL][Problem solving and exercises]||16.75|
|Other on-site activities [PRESENCIAL][Assessment tests]||2.5|
|Progress test [PRESENCIAL][Assessment tests]||2.5|
|Final test [PRESENCIAL][Assessment tests]||2.5|
|Other off-site activity [AUTÓNOMA][Problem solving and exercises]||5|
|Study and Exam Preparation [AUTÓNOMA][Self-study]||35|
|Group tutoring sessions [PRESENCIAL][Group tutoring sessions]||2.5|
|Other off-site activity [AUTÓNOMA][Self-study]||50|
|Author(s)||Title||Book/Journal||Citv||Publishing house||ISBN||Year||Description||Link||Catálogo biblioteca|
|Alpha Chiang||Métodos fundamentales de economía matemática||McGraw Hill||2006|
|Fernando Coquillat||Cálculo integral: metodología y problemas||Tebar Flores||1997|
|J. Aira y R. Lardner||Matemáticas aplicadas a la administración y a la economía||Pearson-Prentice Hall||2002|
|J.L. LLorens||Aplicaciones de Derive: Análisis Matemático I||Universidad Politécnica: servicio de publicaciones||1993|
|M. Besada y otros||Cálculo en varias variables.Cuestiones y ejercicios resueltos||Pearson||2001|
|Marvin Bittinger||Cálculo para ciencias económico-administrativas||Prentice Hall||2002|
|P. Hammond y K. Sydsaeter||Matemáticas para el análisis económico||Prentice Hall||1996|
|R. Barbolla, E. Cerdá y P. Sanz||Optimización: cuestiones, ejercicios y aplicaciones a la economía||Prentice Hall||2001|
|Susana Blanco Garcia||Matemáticas empresariales II: enfoque teórico práctico||AC||2001|